Duke University Schools of Medicine and Nursing applied for an APTR Interprofessional Prevention Education Institute grant in 2008, with the aim of developing an interprofessional team practice course. After attending the Institute, the Duke team substantially modified their project to the development of an interprofessional Introduction to Prevention course. The course began in 2010 as a 1-credit required course for MD, PA, and DPT students. Nursing students at the ABSN and MSN levels also participated in some years. The last offering of the required 1-credit interprofessional Prevention course was Fall 2014. Over 1,300 students from MD, DPT, PA and nursing programs were enrolled in and completed the interprofessional Prevention Course.
Duke’s Schools of Medicine and Nursing (SOM, SON) had prior interprofessional unit or course experience in disaster preparedness, spirituality in medicine, patient safety, geriatrics, and interprofessional case conferences. While these units do not continue as interprofessional offerings, others including care of patients with disabilities, health systems organization, and mental health management of patients with chronic disease have been added.
Duke’s Schools of Medicine and Nursing (SOM, SON) had prior interprofessional unit or course experience in disaster preparedness, spirituality in medicine, patient safety, geriatrics, and interprofessional case conferences. While these units do not continue as interprofessional offerings, others including care of patients with disabilities, health systems organization, and mental health management of patients with chronic disease have been added.
impact
1 credit IPE course taken by 1,300 MD, PA, DPT and Nursing students over 5 years. |
Interprofessional faculty and community partners developed and evolved the innovative curriculum. |
aptr project proposal for 2007/2008 IPE institute
We proposed an interprofessional prevention course, which was instituted in 2010 as a 1-credit course required for MD, PA and DPT students. The course ran for five consecutive years, with the last offering in Fall 2014. Students completed pre-course modules on population health, health literacy and community engagement.
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Sustained the post-institute IPE activity or project after the initial year of implementation: Yes, but with major modifications |
Team- based Learning (TBL) was effective for instruction in community engagement and screening and intervention, and facilitated the large interprofessional group being broken down into three smaller groups. As the course evolved, content testing was added as was individual health risk assessment and the APTR Prevention and Population Health Teaching Modules. In Year 3, a “Community Health Day” was added to the curriculum; there were 34 posters by students and faculty on population and community health, and 15 community partner exhibitors.
Because of the interprofessional nature of the course, students completed a professional roles module. Content in determinants of health, health disparities, community level prevention and prevention in practice was critical. Getting to know the local community via a “Windshield” tour utilizing technology resources was just one creative aspect of the course.
A team of faculty course coordinators from each of the students’ programs met on a regular basis throughout the year to plan for the course, implement changes, coordinate evaluation, and debrief the course.
Because of the interprofessional nature of the course, students completed a professional roles module. Content in determinants of health, health disparities, community level prevention and prevention in practice was critical. Getting to know the local community via a “Windshield” tour utilizing technology resources was just one creative aspect of the course.
A team of faculty course coordinators from each of the students’ programs met on a regular basis throughout the year to plan for the course, implement changes, coordinate evaluation, and debrief the course.
current ipe activity/project description
Structural Dimensions:
IPE activities have developed and changed over the past 10 years, depending on relationships among faculty, need for new curricula, and synergies developing from both. The Interprofessional Prevention course ultimately devolved due to curricular timing.
IPE activities have developed and changed over the past 10 years, depending on relationships among faculty, need for new curricula, and synergies developing from both. The Interprofessional Prevention course ultimately devolved due to curricular timing.
Human Dimensions:
School of Medicine and Nursing faculty were ready for a major and new IPE undertaking when the Prevention course was developed. A previously successful Disaster Preparedness course laid the groundwork for collaboration to offer Prevention in IPE format.
School of Medicine and Nursing faculty were ready for a major and new IPE undertaking when the Prevention course was developed. A previously successful Disaster Preparedness course laid the groundwork for collaboration to offer Prevention in IPE format.
Political Dimensions:
A major IPE participant (MD program) determined the timing of the course; ultimately this program's available time was not well suited in their curriculum.
A major IPE participant (MD program) determined the timing of the course; ultimately this program's available time was not well suited in their curriculum.
Symbolic Dimensions:
IPE faculty involvement in this course was a contributor to the successful establishment of Duke AHEAD, a community of health education scholars.
IPE faculty involvement in this course was a contributor to the successful establishment of Duke AHEAD, a community of health education scholars.
IPE OFFERINGS INCLUDE:
- IPE Clinical Rotations or Clerkships
- Other: Interprofessional evening clinic
PROFESSIONS/DISCIPLINES/SCHOOLS INVOLVED:
MD, PA, and Nursing
MD, PA, and Nursing
Do you have formal affiliation agreements with any of the schools mentioned above?
As they are all of our institution, no affiliation agreements are required.
As they are all of our institution, no affiliation agreements are required.
ACADEMIC LEVELS TARGETED:
- Graduate
- Professional
COURSE DESCRIPTION:
- Number of students enrolled in IPE course during the most recent academic year: none. Course was offered 5 years.
lessons/results/outcomes
Results:
Over the five years that the course was required, over 1,300 students from MD, DPT, PA and nursing programs were enrolled in and completed the Interprofessional Prevention Course. The engagement of faculty from different programs and departments and the inclusion of a wide array of community partners brought about new colegial networking and opportunities. Interprofessional faculty and community partners developed and evolved a curriculum that was innovative while utilizing existing resources and creating new methods in response to student and faculty evaluation. There were consistent evaluation themes that, despite a responsive curriculum, led to the course being reabsorbed back into the programs’ individual curricula. Timing of the course early after the matriculation of most programs’ first year students contributed to some students’ perception that the course competed unfairly with very time consuming basic science curricula. The development of a Community Health Day has endured beyond the demise of the required curriculum.
Barriers:
Lessons Learned/Unexpected Outcomes:
As with most interprofessional education projects, we learned that space and timing were key. The Interprofessional Prevention course lasted five years, after which curriculum scheduling prevented interprofessional collaboration for this content matter.
Over the five years that the course was required, over 1,300 students from MD, DPT, PA and nursing programs were enrolled in and completed the Interprofessional Prevention Course. The engagement of faculty from different programs and departments and the inclusion of a wide array of community partners brought about new colegial networking and opportunities. Interprofessional faculty and community partners developed and evolved a curriculum that was innovative while utilizing existing resources and creating new methods in response to student and faculty evaluation. There were consistent evaluation themes that, despite a responsive curriculum, led to the course being reabsorbed back into the programs’ individual curricula. Timing of the course early after the matriculation of most programs’ first year students contributed to some students’ perception that the course competed unfairly with very time consuming basic science curricula. The development of a Community Health Day has endured beyond the demise of the required curriculum.
Barriers:
- Time and space
- Three curriculum committee approvals
- ~300 students in one common space on campus
- Parking
- Unequal enthusiasm for content among educational programs’ students
Lessons Learned/Unexpected Outcomes:
As with most interprofessional education projects, we learned that space and timing were key. The Interprofessional Prevention course lasted five years, after which curriculum scheduling prevented interprofessional collaboration for this content matter.